Effectiveness of Technology-Based Interventions and Reading Skills of Grade 6 Pupils

AUTHOR(S)

Marissa T. Rosales

ABSTRACT

This study aimed to determine the effectiveness of Technology Based Intervention to the reading performance of the Grade 6 pupils. The findings of the study served as a basis of a proposed Intervention plan. This study used the quasi-experimental method of research to use the technology-based intervention in assessing the reading performance of the grade 6 pupils. The researcher utilized universal Sampling in selecting the respondents of the study. The Paired Samples T-Test On The Reading Performance of Grade 6 Students Before And After The Integration Of Technology-Based Intervention in the delivery of the most essential learning competencies in teaching Reading. Based on the findings found in table 3, , there was a strong positive impact brought about by the technology-based intervention in teaching reading the results of the t-test for paired samples indicate that the posttest mean of 30.6 is significantly higher compared to the pretest mean of 20.7 (t= -16.035, df = 30, p-value <.001). Therefore the null hypothesis which states that there is no significant difference between mean pretest and mean posttest scores in Reading of the Grade 6 students exposed to technology-based intervention in teaching reading is rejected. The result of this study indicates that integrating technology-based intervention in in teaching reading could potentially enhance the reading skills of the Grade 6 pupils, considering to the fact that there was a big leap of the test scores in the pretest to the posttest scores thus, it really helps the students’ increase their reading performances.